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Instructional Guide for Basic Mathematics 1, Grades 10 To

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Instructional Guide for Basic Mathematics 1, Grades 10 To REPORT RESUMES ED 016623 SE 003 950 INSTRUCTIONAL GUIDE FOR BASIC MATHEMATICS 1,GRADES 10 TO 12. BY- RICHMOND, RUTH KUSSMANN LOS ANGELES CITY SCHOOLS, CALIF. REPORT NUMBER X58 PUB DATE 66 EDRS PRICE MF -$0.25 HC-61.44 34P. DESCRIPTORS- *CURRICULUM DEVELOPMENT,*MATHEMATICS, *SECONDARY SCHOOL MATHEMATICS, *TEACHING GUIDES,ARITHMETIC, COURSE CONTENT, GRADE 10, GRADE 11, GRADE 12,GEOMETRY, LOW ABILITY STUDENTS, SLOW LEARNERS, STUDENTCHARACTERISTICS, LOS ANGELES, CALIFORNIA, THIS INSTRUCTIONAL GUIDE FORMATHEMATICS 1 OUTLINES CONTENT AND PROVIDES TEACHINGSUGGESTIONS FOR A FOUNDATION COURSE FOR THE SLOW LEARNER IN THESENIOR HIGH SCHOOL. CONSIDERATION HAS BEEN GIVEN IN THEPREPARATION OF THIS DOCUMENT TO THE STUDENT'S INTERESTLEVELS AND HIS ABILITY TO LEARN. THE GUIDE'S PURPOSE IS TOENABLE THE STUDENTS TO UNDERSTAND AND APPLY THE FUNDAMENTALMATHEMATICAL ALGORITHMS AND TO ACHIEVE SUCCESS ANDENJOYMENT IN WORKING WITH MATHEMATICS. THE CONTENT OF EACH UNITINCLUDES (1) DEVELOPMENT OF THE UNIT, (2)SUGGESTED TEACHING PROCEDURES, AND (3) STUDENT EVALUATION.THE MAJOR PORTION OF THE MATERIAL IS DEVOTED TO THE FUNDAMENTALOPERATIONS WITH WHOLE NUMBERS. IDENTIFYING AND CLASSIFYING ELEMENTARYGEOMETRIC FIGURES ARE ALSO INCLUDED. (RP) WELFARE U.S. DEPARTMENT OFHEALTH, EDUCATION & OFFICE OF EDUCATION RECEIVED FROM THE THIS DOCUMENT HAS BEENREPRODUCED EXACTLY AS POINTS OF VIEW OROPINIONS PERSON OR ORGANIZATIONORIGINATING IT. OF EDUCATION STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE POSITION OR POLICY. INSTRUCTIONAL GUIDE BASICMATHEMATICS I GRADES 10 to 12 LOS ANGELES CITY SCHOOLS Division of Instructional Services Curriculum Branch Publication No. X-58 1966 FOREWORD This Instructional Guide for Basic Mathematics 1 outlines content and provides teaching suggestions for a foundation course for the slow learner in the senior high school. Consideration has been given to the student's interest levels and his ability to learn.The guide's purpose is to enable the students to understand and apply the funda- mental mathematical algorithms and to achieve success and enjoyment in working with mathematics. It is anticipated that the teacher, too, will find a challenge in experimenting with a new development of basic topics and that he will experience the reward of observing real progress (in the part of class members. It is suggested that the teacher remind himself of the importance of treating each student as a worthy individual, of providing for frequent changes of pace, and of being generous with praise for accomplishment and for effort. The slower learner needs work which is within his comprehension, yet which encourages exploration and discovery. Be needs assignments which are long enough to provide real learning experiences, but brief enough to encourage their suc- cessful completion.. Teachers who approach the teaching of Basic Mathemardcs 1 with enthusiasm and interest will find the experience to be rewarding. The challenge of the general mathematics class calls forth real teaching skills and a thorough understanding of the subject. Most of all, the Basic Mathematics class stimulates the teacher's best efforts in reducing to the simplest of terms the basic ideas and the more sophisticated concepts which are developed. 1 ACKNOWLEDGMENTS Appreciation is expressed to the following committee members who assisted in developing the outline, contributed teaching suggestions, and reviewed the manuscript for this publication: Roger Kent Anderson San Fernando Senior High School Marjorie Tanton McKesson Cleveland High School Max R. Wainwright, Jr. Manual Arts High School Appreciation also is conveyed to KEITH F. SMITH, Supervisor, Division of Secondary Education, for his contributions to the work of the committee through participation in discussions and review of the materials which were prepared. To RICHARD DENHOLM, Coordinator of Mathematics and Science, Orange County Schools, special acknowledgment is due. Dr. Denhoim, who served as a special NDEA consultant for the project, brought to the task a wealth of knowledge, experience, and writing ability.His good advice, numerous specific suggestions, and critical reading of the manuscript were of inestimable assistance. To RUTH KUSSMANN RICHMOND, who served as consultant for the project, the Curriculum Branch is especially indebted for developing, organizing, and writing the guide.Mrs. Richmond's breadth of teaching experience in secondary schools and in the junior college and her thorough knowledge of the problems of the slow learner provided an invaluable background for the assignment. MARIAN C. HERRICK Supervisor, Secondary Mathematics Curriculum Branch MARY LOUISE JONES Secondary Curriculum Coordinator AVERIiPL M. CHAPMAN APPROVED: Administrator of Curriculum ROBERT E. KELLY Associate Superintendent Division of Secondary Education EVERETT CHAFFEE Associate Superintendent Division of Instructional Services -iv- TABLE OF CONTENTS LSO FOREWORD. 41 ap iii ACKNOWLEDGMENTS iv OBJECTIVES OF BASIC MATHEMATICS 1 vi UNIT I. MATHEMATICS IN OUR MODERN WORLD 1 - Using mathematics in daily living - Recognizing mathematics in the student's world UNIT II. THE SET OF WHOLE NUMBERS:ORDER AND RELATIONSHIPS 5 - Recognizing, relating, and using whole numbers - Measuring lengths UNIT III. ADDITION:OPERATION WITH WHOLE NUMBERS 9 - Understanding addition of whole numbers - Developing order concepts - Measurement UNIT IV. SUBTRACTION:OPERATION WITH WHOLE NUMBERS 13 - Understanding subtraction as the opposite of addition - Using subtraction to solve practical problems UNIT V.NUMBER CONCEPTS 17 - Developing concepts of numbers greater than 10 - Using expanded notation UNITVI.MULTIPLICATION: OPERATION WITH WHOLE NUMBERS 23 - Understanding multiplication as repeated addition - Developing multiplication tables - Studying areas UNIT VII. DIVISION: OPERATION WITH WHOLE NUMBERS 29 - Understanding division as repeated subtraction - Using division to solve practical problems OBJECTIVES OF BASIC MATHEMATICS 1 The course in Basic Mathematics 1 is planned to provide instruction which is suitable for the slow learner in senior high school whose ability in general mathematics is considerabley below expectancy for his grade. The course is intended to enable the student to achieve: Vocational competence, as he develops the ability to - -Followdirections accurately. - -Add, subtract, multiply, and divide whole numbers. --Perform the basic operations of arithmetic with accuracy. - -Judgethe reasonableness of his solutions to problems. - -Copy corectly numerals, symbols, and simplegeometric figures. Consumer effectiveness, as he learns to Purchase merchandise and other items wisely. - -Plan and manage a budget and handle financialtransactions with a bank intelligently. - -Estimatequantities, distances, areas, and weights with reasonable accuracy. - -Read advertisements with understanding todetermine the amounts actually required for the purchase of the adver- tised items. Responsible community: membership, as he grows in ability to --Understand the importance of integrity and develop a personal commitment to high standards of honesty. BASIC MATHEMATICS 1 UNIT I. MATHEMATICS IN OUR MODERN WORLD 7 Teaching Days 110..111111111.11=1=MIMEN A. Develoment of the Unit 1. Develop an awareness of the importance of mathematics inour daily lives. a. Discuss the mathematics which the students need touse as workers and citizens. b. Explore the many ways in which mathematics is basic to human activities. c. Point out the contribution which mathematics has made in the space program. 2. Discuss the students need to understand mathematics in order to takea significant place in society. a. Point out how mathematics is related to Money Purchasing and paying bills Housekeeping Owning a car 3. Use items from newspapers to illustrate the widespreaduse of mathematics. a. Point out the necessity of reading a newspaper discerningly. b. Help students to discover articles and ads which involve mathematics and mathematical symbolisms. 4. Introduce the subject of taxes. a. Discuss the reasons why taxes are necessary. b. Help students to learn the methods for computing and collecting taxes. c. Discuss types of taxes collected. Local State Federal 5. Emphasize the importance of learning about measurement. a. Time b. Temperature c. Age d. Lengths and distances e. Area lmILALIlmaggitisms IN OUR MODERN WORLD B. Svgested Procedures The teacher may find it usefulto: students to list ways in which they usemathematics every day. --Discuss ways in which everyoneis called upon to use mathematics. --Develop recognition of the needfor mathematics by studying some of its history. --Introduce the topic of spaceexplorntion, and point out the important role of mathematics. -.Plan with class an imaginary tripto the store to purchase groceries. --Initiate a discussion about owning a car(purchase price, mileage, gas consumption,insurance, payments, andresponsibilities). --Bring newspapers to school anddistribute copies to class members. --Ask students to cut out articlesr4nd ads in which mathematical concepts are used. Discuss their content. --Point out the need for reading newspapersintelligently. --Introduce a discussion about theneed for taxes. a. Discuss the establishment of a smallwestern town. b. Show the need for roads, schools, afire department. c. Show the need for a sheriff, and ajail. d. Discuss possible ways of collectingtaxes. - -Askstudents to compute their ages in years,months, and days. --Discuss the day's weather report,and review the use of the thermometer. -Z- BASIC MATHEMATICS
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